Following the recent 26th United Nations Framework Convention on Climate Change (UNFCCC) Conference of Parties (COP26) in Glasgow and the increasing awareness — as a result of the recent Intergovernmental Panel on Climate Change (IPCC) Sixth Assessment Report (AR6) — of the escalating and destructive impacts of global climate change, 27 organizations have come together … READ MORE
As students return to school this fall, educators are tasked with balancing young people’s education with a staggering set of urgent situations that call us to act. An important starting point is for education leaders to understand the significance of the most recent findings of the United Nations Intergovernmental Panel on Climate Change (IPCC) Sixth Assessment Report. In this article, Andra Yeghoian, environmental literacy coordinator at the San Mateo County Office of Education, outlines the significance of the IPCC report and offers a blueprint for educators to use this crucial moment in history to foster climate-conscious youth.
In this month’s interview, we speak with Maggie Riley, Outdoor Education and Science Specialist for Inyo County Office of Education. Along with her co-worker Mini Doonan, Maggie coordinates outdoor education programs for grades K-8 for Inyo County Schools in collaboration with community partners such as the Bishop Paiute Tribe and various nonprofits and government agencies.
Global education and environmental literacy go hand-in-hand when helping students connect with the world around them. As the executive director of the California Global Education Project (CGEP), Dr. Emily Schell works every day to help teachers deliver timely and impactful lessons as they relate to the current issues affecting our world. In this Q&A, Dr. Schell shares how global education and environmental literacy work together, why there’s a need to support teachers in this work, and how she applies this expertise as a co-chair of CAELI’s leadership council.
The new school year is approaching, and educators are having to adapt to a new educational reality amid the COVID-19 pandemic. As California administrators think outside the box with new solutions to keep environmental literacy at the forefront as students return to school, outdoor education is emerging as an opportunity to pair social distancing with the benefits of giving students access to nature and equitable educational opportunities.
Shelley Brooks, PhD, is a program coordinator for the California History–Social Science Project, developing professional learning and teaching resources for K–12 teachers. In this article, she reflects on coordinating environmental literacy summer institutes, which promoted environmental education for both teachers and students.
Environmental literacy and social justice are inextricably linked, and recent changes in California’s curricula fully encourage pedagogical exploration of this linkage. A school district representative, a teacher, and a student share their perspectives about the intersection of environmental literacy and social justice.